METHODS FOR EFFECTIVE USE OF PROVERBS IN THE CLASSROOM

Аннотация

This topic explores ways to effectively use proverbs in the educational process, especially in the native language, literature, and extracurricular activities. Proverbs serve as a means of enriching students' oral and written speech, deepening moral and educational concepts, instilling national values, and enlivening topics. It also highlights methods for developing students' thinking, analysis, and discussion skills through the use of proverbs in the lesson. The topic considers the criteria for selecting proverbs in the lesson, their combination with interactive methods, and the possibilities of using them in the integration of different subjects. Key words and phrases: Proverbs, lesson process, speech culture, educational significance, oral creativity, revitalization of the topic, national values, activity of the skill of expressing opinions, interactive methods, extracurricular materials, integration (interdisciplinary connection), examples and analysis, moral education, approach through problematic questions. One of the largest and most ancient genres of folk oral art is proverbs. Proverbs are a treasury of wisdom of the people, short, meaningful, figurative expressions that express their socio-educational views. They are of great importance in enriching the means of expression in the language, forming a culture of thinking, observation and speech in students. Therefore, a unique approach is required in the process of teaching proverbs in general secondary schools. Proverbs are one of the highest examples of folk oral art, embodying the life experience, social relations and moral criteria of the people. They attract the attention of students with their short, concise and figurative expression, expand the scope of their thinking. Therefore, using them in the lesson increases the effectiveness of education. At the beginning of the lesson, a proverb is said that is appropriate to the topic and students are asked to explain its meaning. This attracts them to the topic. If the topic of the lesson is “labor” – Proverbs: “He who labors is satisfied.” You can increase your vocabulary or strengthen grammatical devices through the words in proverbs. Proverbs: “Do good, jump into the river.” Exercise: It can also be used to analyze verb tenses or 52 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference find synonyms/antonyms. In the lesson, a problematic question is asked based on the proverb and a debate is organized. Proverb: “You can drive a snake out of its nest with your tongue.” The proverb is given as a topic and an assignment is given to write an essay or story. Proverb: “A friend is known at the beginning.” Each group is given a proverb, which they act out or illustrate by drawing. Knowledge is reinforced through tasks to fill in the end of the proverbs or correct the incorrect ones. “He who has not run much, ... (find the correct one).” Through proverbs, students get acquainted with the values and traditions of the Uzbek people. A proverb appropriate to the topic is told and students are asked to explain it. This method attracts students to the topic and increases their activity. “He who has read knows, he who has not read does.” When explaining a new topic, it is easy to provide understanding through proverbs. Through it, the viability of the topic is proven. Knowledge is strengthened by organizing tests, explanatory notes, dramatic scenes, and exercises through proverbs. Students learn to express their opinions when discussing proverbs. By interpreting proverbs and searching for information about them, students learn to work with information. Each proverb reflects the mentality, values, and philosophy of life of the people. By analyzing them, students are educated in the spirit of respect for national and universal values. Amaliy usullar va interaktiv topshiriqlar Practical methods and interactive tasks Method Content Sample Analysis Grammatical or semantic analysis of the proverb “Good intentions are half a state.” – what word groups are involved? Continuation of the proverb The beginning is given, the reader finds the ending “He did not run much, ... (he ran a little).” Staging Prepare a scene suitable for the proverb “A friend is known at first.” – short dialogue Find a proverb based on a picture A picture is shown, a proverb is said to match it Picture of a threshing floor – “Whoever works hard, his hand is high.” Written task Write a story based on a proverb “You can drive a snake out of its nest with your tongue.” – write a life story Proverbs can also be used in other subjects: History: “The father is gone - the son is the inheritance.” - a conversation about historical figures. Biology: “Water is the source of life.” - a discussion about the importance of water. Literature: Describing the character of characters in works with proverbs. Proverbs instill in children concepts such as national values, moral standards, patriotism, hard work, honesty. For example, proverbs su